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September 2015 ● Volume 5, Issue #2●
Happy September Super Heroes! If you watched convocation, you saw some of our District’s super heroes in action! I am really excited about this school year and am looking forward to great things as we redefine the urban educational experience. I loved the super hero theme. Each and every one of you are my heroes. Thanks for the work that you do every day. Thanks for being so super!
I hope your first week of school went smoothly! August is such a detail-filled month, with many tasks that must be completed before school starts. I am always thrilled for September, which is a great time of getting to know the students and working together to become a classroom community.
This month’s newsletter is full of items to help your September be SUPER! Here are a few due dates to remember:
• Class lists are due to Diane Smith by September 4, 2015
Kicking Up the Sand in Early Childhood!
Austin ISD Kindergarten Newsletter September 2015 Jacquie Porter, Director of Early Childhood Vol. 5, Issue #2
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September 2015 ● Volume 5, Issue #2●
Just a Reminder In September, it is important that we have updated enrollment information for each class as we look at leveling classrooms. Please send a copy of your student lists (any format is fine) for your class to Diane Smith at CAC Early Childhood, Box 1555, or you can fax the lists to the Early Childhood office at 512-414-9879 by September 4th.
Read for the Record Melinda Servantez, Early Childhood Specialist
Read for the Record will be held on Thursday, October 22 this year. Not Norman- A Goldfish Story by Kelly Bennett is Jumpstart’s Read for the Record book. One copy will be delivered to all participating PPCD, pre-K and kindergarten teachers. • Jumpstart’s Read for the Record is a national campaign that allows millions of children and adults to celebrate literacy by participating in the largest shared reading experience. As part of this event we are inviting central office staff members to read Not Norman in classrooms across the district.
• You will receive an email with a link to request your book on September 17th. The deadline for requesting your one copy is October 2nd by 3:30. • All participating teachers must visit the site below.
Pledge to Read: http://www.jstart.org/campaigns/read-record
You can see the book on You Tube at www.youtube.com/watch?v=t54NeUv-8qk.
Additional links with activities for Not Norman: http://www.jstart.org/campaigns/activity-guides http://growingbookbybook.com/2015/08/24/not-‐norman-‐activities/ http://enjoythelearningjourney.com/g-‐is-‐for-‐goldfish-‐letter-‐of-‐the-‐week-‐for-‐preschoolers/ If you would like labels please email your request to Melinda Servantez by October 2nd. Melinda.servantez@austinisd.org
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September 2015 ● Volume 5, Issue #2●
Good-‐byes We lost two teammates this summer. We want to say goodbye to Crystal Castañeda, who will be joining the staff at Andrews as an Assistant Principal. Congratulations Crystal! We also want to say goodbye to Alexa Obregon, who is taking a job at the University of Texas. Congratulations Alexa! We will miss you both and we wish you well.
Heggerty Books Heggerty books should be checked out from your campus library. Each Pre-K and Kindergarten teacher should receive a Heggerty book. Please contact sylina.valdez@austinisd.org if you have any questions about obtaining a book.
TPRI News In this issue:
• Review BOY administration reminders and updates.
• Read about the importance of consistent and accurate administration.
• Find out how to access Student Record Sheets and Class Summary Sheets.
• Learn about some of the helpful resources available on the TPRI website.
• Visit at: www.tpri.org
Testing Dates: BOY Sept. 8th – Oct. 2nd MOY Jan. 19th – Feb. 12th
Apr. 11th – May 13th
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September 2015 ● Volume 5, Issue #2●
Gail’s Garden Gazette Gail Laubenthal, Early Childhood Consultant
"Children are born naturalists. They explore the world with all of their senses, experiment in the environment, and communicate their discoveries to those around them." The Audubon Nature Preschool
Give children the opportunity to nurture a small piece of earth, and in return, the earth will nurture them with a harvest and gifts beyond belief!
Gardening in September: According to the Travis County Extension Office, you can plant the following this month:
Gardening Throughout the Year Web:
September 1-15 September 15-30 ◦ Beets ◦ Carrots ◦ Chard ◦ Chinese Cabbage ◦ Collards ◦ Endive ◦ Garlic ◦ Kale ◦ Kohlrabi ◦ Head Lettuce ◦ Leaf Lettuce ◦ Mustard ◦ Parsley ◦ Garden Peas ◦ Radishes ◦ Shallots ◦ Summer Squash ◦ Turnips
◦ Beets ◦ Carrots ◦ Chard ◦ Chinese
Cabbage ◦ Collards ◦ Garlic ◦ Head Lettuce ◦ Leaf Lettuce ◦ Mustard ◦ Parsley ◦ Garden Peas ◦ Radishes ◦ Shallots ◦ Spinach ◦ Turnips
If you have any questions, feel free to contact Gail at glaubent@yahoo.com or call 512-‐585-‐7802.
Crystal Young, PK teacher at Sunset Valley, shared a great garden blog link:
Farm to School Blog
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September 2015 ● Volume 5, Issue #2●
Take With a Grain of Sand As shared by Crystal Young, Pre-K Teacher, Sunset Valley Elementary
In last month’s article we found out how kinetic sand can be used to develop fine motor skills. This month, we will learn how kinetic sand is the perfect material to use with kids who exhibit tactile dysfunctions. Whether a child has hypersensitivity to touch (tactile defensiveness) and doesn’t want to touch certain materials or get messy; or has the other extreme, hyposensitivity to touch (under-responsive) and constantly craves touching things, both will enjoy interacting with kinetic sand. The children that seek out touch will enjoy just using their own hands to manipulate the sand. By squeezing the sand, they will feel deep pressure, which is very calming to them. You can also hide things like jewels, buttons and rocks in the sand and have the children dig for buried treasure using their fingers. For the children that may not enjoy other messy play activities, they might enjoy handling the sand because of its soft, dry and flowing texture. If they are not quite ready to engage in touching the sand, you could provide a spoon or a stiff paintbrush for the children to stroke the sand much like what is done in a Zen garden. Whether or not you have children that have sensory play needs, kinetic sand is a great therapeutic material that can provide a calming sensory experience for all to enjoy.
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September 2015 ● Volume 5, Issue #2●
Tips for Setting Up the Science/Nature Center Brian Mowry, Early Childhood Specialist
Centers belong to the children, therefore they should include hands-on activities that peak their interests. In order to keep activities inviting and engaging, they should be changed on a regular basis. If possible, position the science center near a window to capitalize on the natural lighting for growing plants. The science center should be well-organized with a table for exploration and experimentation. There should also be areas for displays such as pets and collections. Many types of tools can be left out all the time to allow the children to take them to other areas of the classroom. Remember, science occurs everywhere, so activities should not be limited just to the science center. Outdoor exploration and experimentation should always be encouraged!
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On the following page, you will find a list of tools and specimens/collections to add to the science center so that it will be an inviting and inquiry-based area in your classroom throughout the year.
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September 2015 ● Volume 5, Issue #2●
Tools to include in a science center: Specimens and Collections:
measurement tools – graphing materials, thermometers, beakers, measuring tapes, adding machine tape, cups, spoons, balance scales, ruler
forceps
pipettes/ eye droppers
stop watch/ timer
magnets
clipboards/paper/writing tools
microscopes
bug catchers
jars
nature crayons/ colored pencils
funnels
hand lens/ magnifiers
binoculars
camera
trays color paddles
flashlights
test tubes
prisms
mirrors
pulleys tubing/ hoses
pendulums
lab coats
gears
small machines to take apart
terrarium
kaleidoscope
sifting screens
telescopes
hammer
pinecones
feathers
rocks
sticks
shells
leaves
bones/teeth
skins
exoskeletons
nuts
flowers
beehives
moss
gourds
plants/ flowers
seeds
fossils
arrowheads
tree bark
bird’s nests
pets
crystals
sand/soil samples
insect specimens
nuts and bolts
books
discovery bottles
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September 2015 ● Volume 5, Issue #2●
SEL Corner: Feelings Writing Lesson Sylina Valdez, Early Childhood Administrative Supervisor
Usually during the beginning of school, we try to get students to express their feelings. Encourage your kindergarten students to add feelings in the stories they write. A good mentor text to use for this is Nancy Carlson’s book called Henry’s Show and Tell. Nancy uses a variety of feeling words throughout the book. After reading, a “strong feelings chart” can be made to give children a reference for using feeling vocabulary beyond sad, happy, mad, etc.
Check this website for more details about this writing workshop lesson on feelings.
http://joyfullearninginkc.blogspot.com/2012/03/writing-workshop-craft-lesson-on.html#.VdtVbFNVhBc
Social Studies – New Adoption Materials Here’s an opportunity for better understanding of the new instructional materials for Social Studies.
Textbook training is on September 8th for those who were not able to take it this summer. There will be a morning and an afternoon session: Section 77778 Understanding New Instructional Materials for Social Studies: Elementary AM Section 77779 Understanding New Instructional Materials for Social Studies: Elementary PM
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September 2015 ● Volume 5, Issue #2●
2015 – 16 Curriculum Updates Melinda Servantez, Early Childhood Specialist
During the first two weeks of summer vacation, twelve AISD kindergarten teachers were busy at work. These exemplar teachers spent eight hours each day sitting in uncomfortable high school chairs where they collaborated, developed and wrote new curriculum resources for the upcoming school year. Teams worked to create 30 weeks of vocabulary lessons, 2 years worth of pretend and learn lessons, revised the 1st 20 days of Language Arts, revised the exemplar writing lessons, edited the Science lesson to include literature and technology throughout, developed new Social Studies lessons, edited existing Social Studies as well as reformatted these lessons.
Transition Vocabulary Acquisitions: These activities are not scripts you must follow word for word. They are merely springboards for informal, yet intentional conversations. The vocabulary listed at the top comes directly from Treasures/Tesoros district adoption. Keep in mind that the words listed in each lesson are not exhaustive. You can add to this list and students are certainly not required to master them. More importantly, it is imperative to acknowledge and honor the funds of knowledge that the children draw from their families, community and culture. Teachers can do this by connecting their children’s informal knowledge to the formal, academic vocabulary and concepts presented at school. The template the writing team created follows a weekly sequence of techniques closely aligned to the Bloom’s Taxonomy framework, soliciting the children’s basic knowledge of the vocabulary on Monday, the application of this knowledge on Tuesday, analysis on Wednesday, evaluation on Thursday, and creating on Friday. To be clear, these are intended to be short activities to build students vocabulary that draw from their own culturally relevant background and experiences.
Aligned to Bloom’s Taxonomy
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September 2015 ● Volume 5, Issue #2●
Creating an Inclusive Classroom Peggy Garen, Director of Special Education
AISD Early Childhood teachers welcome students with diverse needs into their classrooms with excitement! Many children walk into your classroom for the very first time. Each child brings a special set of skills that you as the teacher have an opportunity to nurture and grow. Here are a few tips that may start your school year off with a bang.
Request a top 10 list of most important things to know about your students and their disabilities.
Set up a meeting with the family and the PPCD teacher to get an idea of the family’s perspective of their child and what they would like to see their child accomplish during the school year.
Take a moment to assess the physical set up of your classroom.
Are the areas of the classroom accessible for all children?
Are there clear pathways between play areas?
Does the learning environment address all sensory modalities – visual, auditory and kinesthetic?
Finally, consider using teaching strategies that incorporate best practice for an inclusive setting: notice and comment on positive behavior; provide social skills lessons that emphasize kindness, empathy and play skills; remind children what to do before transitions; present information in multiple formats; and use classroom materials that show positive and diverse images of children and adults with disabilities engaged in typical life situations and community roles.
Including students with disabilities is an art form. It takes practice, diligence, attention to detail and patience. Most importantly, know that you are a key figure in the education of this child and all of your efforts are greatly appreciated by many!
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September 2015 ● Volume 5, Issue #2●
September 2015 ● Volume 5, Issue #2●
Smart Talk: Improving Children’s Oral Language with 4-year-old’s
By now your classroom is set up, routines and procedures are being practiced, and story time has become a regular practice. Here are a few strategies to encourage language
development. Oral Language precedes reading Children begin to acquire language the day they are born. During these early years, children need supportive adults who will engage them in conversation, read to them, and provide experiences in which they can learn new words. Oral language precedes a child’s acquisition of reading skills such as phonemic awareness and comprehension.
Talking leads to learning
Children must have a receptive (listening) and expressive (talking) use of oral language so they can become successful readers. Talking to children helps build their vocabulary.
Offer Oral Language Activities
Provide props: Place props in the dramatic play center or use at circle time. A dentist kit, for example, may encourage children to talk about their experiences in going to the dentist. Discuss artwork: Encourage children to discuss their creations: “Tell me about your painting.” “How did you feel while
making this collage?” Talk while playing: Encourage children to talk while playing in the block center and dramatic play centers; these
activities are interactive and collaborative. While children are playing and talking, their vocabulary will improve because they hear themselves and remember some of the words they have heard adults use. Play “Objects in a Bag”: Place a few items such as a cap, plastic cup, and spoon into a bag. Have the child pull an object
from the bag and talk about it. The child can describe the object and talk about how it’s used. Record sounds in nature: Tape record sounds from outdoors. While playing sounds such as birds, moving vehicles, and
dogs barking, encourage children to talk about what they hear. Encourage children to write about or draw pictures representing the sounds they hear. Solve a puzzle: While working with a child to solve a puzzle, talk about the pieces, colors, and shapes. Encourage
conversation. Read or tell a story every day. Vary the reading format, using books as well as flannel board and puppets, for example.
Have a well-stocked book center that children can use on their own. Encourage pantomime: Encourage a child to retell their favorite story or pretend to be a character from the book in front
of a mirror. Play a rhyme game: Say “Ball rhymes with call.” Spell out the words—“Ball, b-a-l-l and call, c-a-l-l.” Encourage the
child to say the words to feel and hear how they rhyme. Sing songs and chants: Be ready to sing the same songs over and over. Read labels: Help children to read the labels on items. Make labels for objects in the classroom, such as “wastebasket,”
“door,” “blocks,” and “paint.” Provide writing materials: Encourage children to write by making available materials such as a variety of paper, pencils,
non-toxic crayons, paints and brushes, and washable markers. Set up a special place for reading and writing. Dictate a story: Have the child dictate a story to you while you write what the child says.
Take advantage of book/story time!!
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September 2015 ● Volume 5, Issue #2●
Fall 2015 Kindergarten Professional Development
DATE(S) TIME SECTION # TITLE DESCRIPTION LOCATION
9/9/15 3:30-5:30 78186
Kindergarten Team Leader Curriculum Update: 1st 9 weeks North
District Curriculum Specialist will share information and curriculum updates concerning the new CRMs and Assessment Rubrics. Participants will have the opportunity to discuss and provide campus feedback with regard to these instructional planning documents.
Read
9/15/15 3:30-5:30 78194
Early Childhood Language Arts: Literacy in Kindergarten Part I
This training will provide participants with new ideas for implementation of poetry, nursery rhymes and literacy centers in the classroom to begin using immediately. There will also be opportunities for make and take activities presented by a regular education teacher and a bilingual teacher.
Uphaus
9/16/15 3:30-5:30 78187
Kindergarten Team Leader Curriculum Update: 1st 9 weeks South
District Curriculum Specialist will share information and curriculum updates concerning the new CRMs and Assessment Rubrics. Participants will have the opportunity to discuss and provide campus feedback with regard to these instructional planning documents.
Uphaus
9/16/15 3:30-5:30 78093 Early Childhood Science: Full STEAM Ahead
Participants will gather ideas to incorporate STEAM (science, technology, engineering, art, and mathematics) to enhance their student’s experiences. This session will share ideas to incorporate STEAM extension ideas. Participants will create STEAM materials for their classroom. This session is for Pre-K and Kindergarten teachers. Students are engaged in learning as they explore materials and learn to represent their understandings of content. This class will take place at Mathews Elementary in Room 109. There is no designated parking. Park on the streets: behind the school, or on the side streets. No extra duty pay available. Please bring your own snacks. Water will be furnished!
Mathews
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September 2015 ● Volume 5, Issue #2●
9/17/15 3:30-5:30 78271 Early Childhood Language Arts: Heggerty Training
This program, developed by Dr. Michael Heggerty, is a 35-week curriculum of daily phonological awareness plans and activities. The use of Dr. Heggerty's phonological awareness plan is an incredibly important foundational component to early reading literacy skills. The session will provide you with an overview of Dr. Heggerty's scope and sequence and its relationship to the phonological awareness continuum. Review of the lesson plans, connections to C-PALLS and understanding of the systematic scope and sequence of skills will be covered in the class. Teachers will have the opportunity to view examples of teachers delivering a lesson in both Spanish and English. Class will take place at Sanchez Elementary in Portable 5.
Sanchez
9/17/15 3:30-5:30 78090
Early Childhood Language Arts: Creating a Literate Community
A print-rich environment is essential to building emerging literacy skills. Just as important are literacy routines and classroom management. In this session, teachers will look at the big picture of building a learning community where reading and writing are the cornerstones of all learning and communication. (This session is geared toward new kindergarten teachers) Always a great idea to bring your laptop and/or something to take notes.
St. Elmo
9/23/15 10/21/15
12/2/15 3:30-5:30
Application
only
*See application attached
Early Childhood Language Arts: Writer's Workshop in Kinder South
This is an interactive writers workshop using the Lucy Calkins approach to teaching booklet writing in Kindergarten. All participants will receive a Lucy Calkin's Writers Workshop Kit and upon completion of course it will be yours to keep on your campus. If unable to attend all sessions Kits will have to be returned. Teachers will be responsible for bringing in student writing samples throughout the course, collaborate and post on Edmodo and a final presentation will be due with the use of technology.
Patton
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September 2015 ● Volume 5, Issue #2●
9/30/15 10/28/15
12/9/15 3:30-5:30
Application
only
*See application attached
Early Childhood Language Arts: Writer's Workshop in Kinder North
This is an interactive writer's workshop using the Lucy Calkins approach to teaching booklet writing in Kindergarten. All participants will receive a Lucy Calkin's Writers Workshop Kit and upon completion of course it will be yours to keep on your campus. If unable to attend all sessions Kits will have to be returned. Teachers will be responsible for bringing in student writing samples throughout the course, collaborate and post on Edmodo and a final presentation will be due with the use of technology.
Gullett
10/6/15 3:30-5:30 77940 Early Childhood Science: Nature Calls!
Exploring the outdoors and/or bringing nature into your classroom gives children meaningful learning opportunities as well as an appreciation for the wonder of nature. Participants will leave with ideas for nature activities and strategies for developing investigations based on the seasons/weather/and unit of study.
Allan Rm. 108
10/7/15 3:30-5:30 78108
Early Childhood Science: Scientist of the Week Webinar
Do you want to ignite a spark of love for science and an understanding for inquiry in your classroom? Are you looking for ways to build science rich vocabulary and oral language skills in your kindergarten students? Do you want to provide your students with opportunities to construct questions, expand on ideas, make observations, explain their understanding, and describe what they have learned? If the answers to these questions are, "Yes!", then you will want to join us for the Scientist of the Week webinar. (1 hour)
online
10/21/15 3:30-5:30 78091
Early Childhood Language Arts: Becoming Readers and Writers
Authentic experiences help students develop a love of reading and writing. In this session, teachers will look at ways to use the word wall, predictable print, poems, and chants to build a love of literacy. (This session is geared toward new kindergarten teachers)
St. Elmo
10/27/15 3:30-5:30 *not in HCP
yet
Early Childhood Social Emotional Development: Using Rituals and Routines to Develop Self-Regulation
Ridgetop
11/3/15 3:30-5:30 78195
Early Childhood Language Arts: Literacy in Kindergarten Part II
This training will provide participants with new ideas for implementation of poetry, nursery rhymes and literacy centers in the classroom to begin using immediately. There will also be opportunities for make and take activities presented by a regular education teacher and a bilingual teacher.
Uphaus
Page 14
September 2015 ● Volume 5, Issue #2●
11/4/15 3:30-5:30 78188
Kindergarten Team Leader Curriculum Update: 2nd 9 Weeks North
District Curriculum Specialist will share information and curriculum updates concerning the 2nd 9 weeks. Participants will have the opportunity to discuss and provide campus feedback with regard to these instructional planning documents.
Read
11/18/15 3:30-5:30 78189
Kindergarten Team Leader Curriculum Update: 2nd 9 Weeks South
District Curriculum Specialist will share information and curriculum updates concerning the 2nd 9 weeks. Participants will have the opportunity to discuss and provide campus feedback with regard to these instructional planning documents.
Uphaus
11/18/15 1/13/16 2/24/16 3/23/16
3:30-5:30
Application
only
*See application attached
Early Childhood Special Topics: Engage Learners with Project Based Learning
Participants will deepen their understanding of project based learning (PBL) by studying the inspirational works of Lilian Katz and Judy Harris Helm. This class will extend over four sessions. Participants will conduct one project and complete a documentation panel to share with the group. Collaboration is the key as we plan, organize, and enrich the learning of our students with deep project work. For Pre-Kindergarten and Kindergarten teachers. This class will take place at Mathews Elementary in Room 109. There is no designated parking. Park on the streets: behind the school, or on the side streets. Bring your own snacks. Bottled water will be furnished. No extra duty pay available.
Mathews
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September 2015 ● Volume 5, Issue #2●
Must apply to participate in this yearlong workshop. Fill out one of the applications attached for the location you want to attend and send to jporter@austinisd.org or through school mail: Jacquie Porter, EC Dept. CAC-‐ A400.
Applications due by Sept. 11, 2015
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Gullett
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